Classroom discussion is a time-honored way to
learn. It is also an evidence-based way to help students retain information,
pay attention, and gain
real insight. However, if you’re a discussion leader, you may be nervous.
Preparing for, opening, and continuing a great discussion is a skill you can
learn. These steps advise you on every aspect of leading a good discussion,
from keeping everyone engaged, to managing strong personalities, to wrapping up
the discussion. So if you find yourself needing to lead a class in college or
high school, or if you are simply interested in alternative ways of learning,
practice these skills and make them your own. Soon you will be on your way to
leading engaging and thought-provoking discussions where everyone learns --
including yourself!
1. Ask a question that
inspires a productive conversation.
The best questions are
neither too open-ended nor too limited. "Yes or No" questions halt
discussion, while overly broad questions (such as "What do you think about
Romeo and Juliet?") questions also tend to discourage discussion. The best
questions are balanced; they are open enough that there seem to be a few good
answers, yet closed enough that people know how to approach them, and feel
motivated to start talking.
For example, suppose you’re discussing
Romeo and Juliet. You may start by asking, "In what ways does the Friar make
mistakes in guiding Romeo? In what ways does he succeed?" This question
doesn't feed any answers, but leads students in a productive direction.
2. Be prepared.
As
the discussion leader, you should come into the meeting with several
"big" questions. Be prepared to ask the next one when discussion dies
down, when people need more food for thought. The more prepared you feel when
you walk into a classroom, the more confident you’ll look. If you look
confident in your ideas and your approach, students will be more likely to
respect you and to cooperate.
·
It can be helpful to give participants
1-2 questions in advance to give them more time to provide thoughtful contributions
when the discussion comes.
·
Also, it can be helpful to give
participants the questions you'll discuss in class, on paper, or on the board.
Some students learn better and think more effectively if they have the
questions out in front of them. This can also be an excellent reminder of the
main question for the day.
·
In a 2 hour discussion, 2-5 good
questions should suffice. It is also good to have 2 or 3 smaller sub-questions
for each main question. However, you should prepare for at least 1.5 times as much
material as you think you’ll cover, just in case students are particularly
reticent that day or in case one line of inquiry wasn’t as fruitful as you
thought it was.
3. Provide
clear guidelines for participation.
Everyone knows how to have a conversation; but a thoughtful
discussion is more intentional and more focused than just a chat. If you want
to start the conversation off on the right foot, then let the students know
exactly what your expectations are. Should students raise their hand before speaking?
Or should they speak freely without raising their hands? Should they use
"Mr." and "Ms." when addressing their fellow students?
These details clarify expectations and hence increase student confidence. You
might also coach students on how to avoid personal biases in their responses,
or any terms to use or avoid, and what to do if the discussion gets heated.
·
If you have a
handout with “Dos”and “Don’ts” listed on it, this can help students stay on
track, too.
4. Provide a
shared frame of reference, such as a book, video, or other media.
It’s important for you and the students to have something you
can all talk about before you begin the discussion. This can be almost
anything: the assigned reading for that day’s class, a news story or poem, a
work of art, or even a natural object like a sunset. The important thing is
that you and the students share a common object of study so the discussion can
be concrete instead of wallowing in abstractions.
·
Make the
expectations for being prepared clear. If you don’t have incentive for students
to do the homework or consequences for students who are unprepared, then
they’ll be less likely to come to class with fresh, exciting ideas.
5. Maintain
enthusiasm for the topic.
One way to make sure that the discussion goes well is to show
your enthusiasm for the subject right from the beginning. If you have engaged
body language, are alert and energetic, and show how the topic is important to
your life and the lives of the students, they’ll be much more likely to be
engaged.
If they think that you’re tired, apathetic, or just trying to
get the discussion over with, then they’ll be less likely to care.
·
Even if a topic
isn’t inherently fascinating, don’t try to cushion the blow by saying, “I know
this isn’t that exciting, guys…” Instead, show that the topic is worth caring about; your
students will follow.
·
Sometimes, showing
that something has real-world applications can help your students care about
it. If you’re studying a historical event, for example, then starting off the
class with a news article about an event with similar themes or values behind
it — such as current protests against discrimination in relation to race riots
of the 1960s — can help students stay engaged.
One helpful way to begin the discussion is to define
any key terms that may be useful to your students throughout the discussion.
For example, if you’re giving a lesson on poetry, you can discuss simile,
metaphor, allusion, or any other literary devices that are central to the poem.
If all of your students feel like they’re on the same
page and have a strong foundation before they begin the discussion, then
they’ll be much more confident about participating.
·
Even if it feels like you’re
oversimplifying things a bit, it’s better to have everyone on the same page
before the discussion really kicks off than to lose a few students. Some
students may be too shy to admit they’re confused about some of the more simple
terms, and it’s important to explain them before you can move forward.
7. Present
yourself well.
In order to lead a meaningful discussion, you should strike a
balance between confidence about what you know and a willingness to learn more.
A discussion is an adventure -- you may not know exactly where it will go, but
you can lead the way. If you are willing to be vulnerable in showing that you
don't know everything, students will be more likely to be vulnerable too.
·
Present yourself as
a professional in dress and body language: stand tall, make eye contact, and
smile.
·
Be genuinely
excited about your students’ ideas to help generate enthusiasm for the topic.
Point out great comments and ask the student to repeat it. They may not even
realize that they made a great comment!
http://www.wikihow.com/Lead-a-Discussion
